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Implicit And Explicit Knowledge
Implicit and explicit knowledge are two contrasting types of knowledge often discussed in the field of second language acquisition (SLA). Implicit knowledge refers to the unconscious, Intuition, intuitive knowledge that learners develop through meaningful exposure and use of a language. In contrast, explicit knowledge involves conscious understanding of language rules, often acquired through formal instruction or study. A somewhat similar distinction is the one between ''procedural knowledge'' and ''declarative knowledge''. The declarative/procedural framework focuses on memory systems—how knowledge is stored and utilized—where declarative memory typically aligns with explicit knowledge and procedural memory with implicit knowledge. However, the two frameworks are not entirely interchangeable. These two forms of knowledge have been the subject of extensive debate among Linguistics, linguists, language teachers, and researchers seeking to understand how best to facilitate langua ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Second Language Acquisition
Second-language acquisition (SLA), sometimes called second-language learning—otherwise referred to as L2 (language 2) acquisition, is the process of learning a language other than one's native language (L1). SLA research examines how learners develop their knowledge of second language, focusing on concepts like ''interlanguage'', a transitional linguistic system with its own rules that evolves as learners acquire the target language. SLA research spans cognitive, social, and linguistic perspectives. Cognitive approaches investigate memory and attention processes; sociocultural theories emphasize the role of social interaction and immersion; and linguistic studies examine the innate and learned aspects of language. Individual factors like age, motivation, and personality also influence SLA, as seen in discussions on the critical period hypothesis and learning strategies. In addition to acquisition, SLA explores language loss, or second-language attrition, and the impact of ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Rod Ellis
Rod Ellis is a Kenneth W. Mildenberger Prize-winning British linguist. He is currently a research professor in the School of Education, at Curtin University in Perth, Australia. He is also a professor at Anaheim University, where he serves as the Vice president of academic affairs. Ellis is a visiting professor at Shanghai International Studies University as part of China’s Chang Jiang Scholars Program and an emeritus professor of the University of Auckland. He has also been elected as an honorary fellow of the Royal Society of New Zealand. Education Ellis began his post-secondary education at Nottingham University where he obtained an undergraduate degree. He received a Master of Arts from the University of Leeds, a Master of Education from the University of Bristol, and a doctorate from the University of London. Career After obtaining his undergraduate degree, Ellis moved to Spain where he taught at a Berlitz language school before returning to London to teach at an e ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Focus On Form
Focus on form (FonF), also called form-focused instruction, is an approach to language education in which learners are made aware of linguistic forms – such as individual words and conjugations – in the context of a communicative activity. It is contrasted with ''focus on forms'', in which forms are studied in isolation, and ''focus on meaning'', in which no attention is paid to forms at all. For instruction to qualify as ''focus on form'' and not as ''focus on forms'', the learner must be aware of the meaning and use of the language features before the form is brought to their attention. ''Focus on form'' was proposed by Michael Long in 1988.. This paper was originally presented at the European-North-American Symposium on Needed Research in Foreign Language Education, Bellagio, Italy, in 1988. Background The concept of ''focus on form'' was motivated by the lack of support for the efficacy of ''focus on forms'' on the one hand, and clear advantages demonstrated by instruct ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Task-based Language Learning
Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language to complete meaningful tasks in the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcomes (the appropriate completion of real-world tasks) rather than on accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluency and student confidence. As such, TBLT can be considered a branch of communicative language teaching (CLT). Background Task-based language learning has its origins in communicative language teaching, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons. Some moved to a task-based syllabus in an attempt to develop learner capacity to express meaning, while others wanted to make language in the classroom truly communicative, rather than the pseu ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Focus-on-form Instruction
Focus on form (FonF), also called form-focused instruction, is an approach to language education in which learners are made aware of linguistic forms – such as individual words and conjugations – in the context of a communicative activity. It is contrasted with ''focus on forms'', in which forms are studied in isolation, and ''focus on meaning'', in which no attention is paid to forms at all. For instruction to qualify as ''focus on form'' and not as ''focus on forms'', the learner must be aware of the meaning and use of the language features before the form is brought to their attention. ''Focus on form'' was proposed by Michael Long in 1988.. This paper was originally presented at the European-North-American Symposium on Needed Research in Foreign Language Education, Bellagio, Italy, in 1988. Background The concept of ''focus on form'' was motivated by the lack of support for the efficacy of ''focus on forms'' on the one hand, and clear advantages demonstrated by instruct ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Language Pedagogy
Language pedagogy is the discipline concerned with the theories and techniques of teaching language. It has been described as a type of teaching wherein the teacher draws from their own prior knowledge and actual experience in teaching language. The approach is distinguished from research-based methodologies. There are several methods in language pedagogy but they can be classified into three: structural, functional, and interactive. Each of these encompasses a number of methods that can be utilised in order to teach and learn languages. Development The development of language pedagogy came in three stages. In the late 1800s and most of the 1900s, it was usually conceived in terms of method. In 1963, the University of Michigan Linguistics Professor Edward Mason Anthony Jr. formulated a framework to describe them into three levels: ''approach, method, and technique''. It has been expanded by Richards and Rodgers in 1982 to ''approach'', ''design'', and ''procedure''. Method ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Noticing Hypothesis
The noticing hypothesis is a theory within second-language acquisition that a learner cannot continue advancing their language abilities or grasp linguistic features unless they consciously notice the input. The theory was proposed by Richard Schmidt in 1990. The noticing hypothesis explains the change from linguistic input into intake and is considered a form of conscious processing. It is exclusive from attention and understanding, and has been criticized within the field of psychology and second language acquisition. Schmidt and Frota studied noticing in Schmidt as a Portuguese language learner and collected their findings through diary study and audio recordings. The hypothesis was modified in 1994 in light of criticism. Overview Schmidt posited that a learner cannot continue advancing their language abilities or grasp linguistic features unless they are consciously processing the input, and that what the learner actually notices is called "intake". This definition differs ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Richard Schmidt (linguist)
Richard Schmidt (1941–2017) was an American linguist and professor in the Department of Language Studies, University of Hawaii. His chief research interests were cognitive factors and affective factors in adult second-language acquisition Second-language acquisition (SLA), sometimes called second-language learning—otherwise referred to as L2 (language 2) acquisition, is the process of learning a language other than one's native language (L1). SLA research examines how learners ..., and he was most known for developing the noticing hypothesis. He was the president of the American Association for Applied Linguistics in 2003, and most recently served as a senior consultant for the National Foreign Language Resource Center at the University of Hawaii at Manoa. References External links Richard Schmidt at the University of Hawaii Linguists from the United States University of Hawaiʻi faculty 1941 births 2017 deaths Presidents of the American Association for App ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Hypothesis
A hypothesis (: hypotheses) is a proposed explanation for a phenomenon. A scientific hypothesis must be based on observations and make a testable and reproducible prediction about reality, in a process beginning with an educated guess or thought. If a hypothesis is repeatedly independently demonstrated by experiment to be true, it becomes a scientific theory. In colloquial usage, the words "hypothesis" and "theory" are often used interchangeably, but this is incorrect in the context of science. A working hypothesis is a provisionally-accepted hypothesis used for the purpose of pursuing further progress in research. Working hypotheses are frequently discarded, and often proposed with knowledge (and warning) that they are incomplete and thus false, with the intent of moving research in at least somewhat the right direction, especially when scientists are stuck on an issue and brainstorming ideas. A different meaning of the term ''hypothesis'' is used in formal l ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Patrick Rebuschat
Patrick may refer to: *Patrick (given name), list of people and fictional characters with this name * Patrick (surname), list of people with this name People *Saint Patrick (c. 385–c. 461), Christian saint * Gilla Pátraic (died 1084), Patrick or Patricius, Bishop of Dublin * Patrick, 1st Earl of Salisbury (c. 1122–1168), Anglo-Norman nobleman * Patrick (footballer, born 1983), Brazilian right-back * Patrick (footballer, born 1985), Brazilian striker *Patrick (footballer, born 1992), Brazilian midfielder * Patrick (footballer, born 1994), Brazilian right-back *Patrick (footballer, born May 1998), Brazilian forward *Patrick (footballer, born November 1998), Brazilian attacking midfielder *Patrick (footballer, born 1999), Brazilian defender * Patrick (footballer, born 2000), Brazilian defender *John Byrne (Scottish playwright) (born 1940), also a painter under the pseudonym Patrick * Don Harris (wrestler) (born 1960), American professional wrestler who uses the ring name Patrick ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Psychometrics
Psychometrics is a field of study within psychology concerned with the theory and technique of measurement. Psychometrics generally covers specialized fields within psychology and education devoted to testing, measurement, assessment, and related activities. Psychometrics is concerned with the objective measurement of latent constructs that cannot be directly observed. Examples of latent constructs include intelligence, introversion, mental disorders, and educational achievement. The levels of individuals on nonobservable latent variables are inferred through mathematical modeling based on what is observed from individuals' responses to items on tests and scales. Practitioners are described as psychometricians, although not all who engage in psychometric research go by this title. Psychometricians usually possess specific qualifications, such as degrees or certifications, and most are psychologists with advanced graduate training in psychometrics and measurement theory. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
